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Strategies for Success (SS2-7) Provide 2 examples of each
HONESTY
Learning Styles (TIU4) Learning styles with 2 examples – place a star by your preferred styles
Read
: V isual Alouds yle: ex.
Writing- down Highlghting info
instructions
Ex. Class discussions ex.
Charts & graphs ex.
TPR- songs for
vocab/dates
Ex. ex.
2. 5. 8.
Relationships Routing Rehearsing
3. 6. 9.
Relevance Re-exposing Reorganizing
1.
.Repetitive exposure to words 3. Indirect learning of vocabulary, for
example, using vocabulary words in
Learning vocabulary words before numerous different contexts
2. 4. Learning vocabulary in both written
reading the text text and oral speech
Example 1 Example 2
Advanced Organizers
Tree Map Expository Plot Diagram
Writing
Similarities / Differences
Venn Diagram T- Chart
Summarizing & Notetaking
The Simple Summary 3-2-1 Summary
Cues & Questions
2.
What should you be doing?
3.
Are you doing it?
4.
computers, magazines, newspapers, books & Take time to explain rationale for rules & procedures in classroom.
1. other printed material 4.
Keep school supply purchases as simple affordable as possible for all
Keep expectations high- poverty isn't ignorance.
students
2. 5.
Only comment on clothes if in violation of dress code Don't require costly activities & field trips
3. 6.
2. Choral Reading During reading w/indiv,sm group, whole class using passage at Reading aloud in unison to build fluency,
reading level. Model then all read confidence, and motivation.
3. Anticipation Guide
Before reading model by reading concepts & having students Activates prior knowledge - agree or disagree to key
agree/ disagree. Then read text and have students reflect on their concepts in the text. Then reflect on predictions.
predictions alone or as a class.
Build background
simply definitions, cognates, synonyms; Concept definition maps; vocab through song & pictures
encourage elaborate responses; Whole class & small group; Wait- allow time to answer; Clarify key concepts in
Opportunities for interaction L1.
Practice
HandsOn- chunking, and application
practicing, connecting; Doing to understand abstract concepts via organizers, coops, discussions. All language processes- reading, writing, speaking,
listening
Lesson delivery
1-2 Clearly stated objectives- verbally & visually; Activities strongly related to assessment outcomes; Pacing & Practice- flow should be quick enough to interest but lose
students.
Comprehensible Input- Academics presented step/step & modeled, peer modeling. Plan for scaffolding techniques gradually increase independence; Multimedia/tech in daily lessons